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SPARK. NT Developing Enterprise Skills for Young People

Members: Leah Sharp, Khayla Da Ausen, Alicia Kent, Kyaw Naing John Yusuf (not pictured) and Cindy Um (not pictured).

Disclaimer:

Please note: The NT Youth Round Table is an independent advisory body. The views expressed in this report are those of the authors and are not necessarily reflective of those of the Office of Youth Affairs or the Northern Territory Government.

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Contact Page

Enquiries relating to the SPARK NT. project can be directed to: Office of Youth Affairs Northern Territory Government of Australia

GPO Box 37037 Winnellie, NT 0820 Telephone: (08) 8999 2987

Email: oya@nt.gov.au Or by contacting the team Alicia Kent, Khayla De Ausen, Leah Sharp, Cindy Um or Kyaw Naing John Yusuf at: Email: alicia_kent@hotmail.com Facebook page: https://www.facebook.com/sparkdarwinnt/

© SPARK NT. 2017 Apart from any use permitted under the Copyright Act 1968, no part of this document may be reproduced without prior written permission from SPARK. NT, 2017

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Table of Contents

Title Page ........................................................................................................................................1

Contact Page ..................................................................................................................................2

Table of Contents .........................................................................................................................3

Acknowledgements ......................................................................................................................3

Executive Summary ......................................................................................................................4

Introduction ....................................................................................................................................6

Findings ...........................................................................................................................................8

Conclusion ................................................................................................................................... 11

Recommendations ..................................................................................................................... 12

References ................................................................................................................................... 13

Appendix ...................................................................................................................................... 14

Acknowledgements

We would like to thank the following departments and organisations for their support and guidance throughout this project:

The Minister for Young Territorians The Minister for Education Office of Youth Affairs NT The Department of Education NT Multicultural Youth NT Katherine High School Casuarina Senior College Foundation for Young Australians Members of the 2017 Round Table Grow NT Youthworx NT Midnight Basketball Darwin The young people who took our survey and participated in our workshops Our Family members and friends

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Executive Summary

SPARK NT. is a joint project initiated by 2017 NT Youth Round Table members; Alicia Kent, Cindy Um, Leah Sharp, Khayla De Ausen and Kyaw Naing John Yusuf. As members reside in both Katherine and Darwin, the project has primarily been conducted in these areas. This report will focus on the workshops undertaken in Katherine, research report and the collection of data in the form of surveys.

SPARK aims to:

• Determine what young people know about the changing workplace they will be a part of and increase awareness of the importance of enterprise skills/soft skills.

• Determine whether young people can identify the enterprise skills they have and develop young people’s skills needed for future employment.

• Educate and prepare young people for the challenges they will face in the future when it comes to work and jobs.

Our idea was sparked by the results of the youth issues survey the NT Youth Round Table conducted in March 2017 which received over 300 responses, as well as reports published by the Foundation for Young Australians (FYA) investigating the Fifth Industrial Revolution, and the New Work Order. The Members of Spark have all identified that through various volunteer positions and opportunities with the NT Youth Round Table their enterprise skills have developed over time. They believe that without these extra opportunities that they have each applied for and volunteered in, they would not have developed these skills through traditional schooling.

The Round Table survey gave us insight into the most critical issues impacting young people in the Northern Territory, notably, education and concerns around the uncertainty of employment in the future. Young people will navigate a vastly different world of work to that of their predecessors. As technologies change and grow, young people will need to have the flexibility and skills to be able to fulfil and work with those technologies. SPARK believes that by educating young people about these skills now, we are improving their chances of employment in the future, and contributing to society.

To determine how young people in the Territory felt about their current knowledge of enterprise skills we:

• Created and distributed a survey to young people which received 80 results. • Developed and ran a workshop in Katherine High School with 14 young people to

demonstrate some of the enterprise skills and determine what young people there knew about those skills.

• Developed and ran a workshop at Casuarina Senior College with 18 young people aged 15 -18 to demonstrate some of the enterprise skills and determine what young people there knew about those skills.

• Developed and ran a workshop at Midnight Basketball with 40 young people aged 12-18 to demonstrate some of the enterprise skills and determine what young people there knew about those skills.

• Researched the importance of enterprise skills, and investigated what other organizations and government agencies are doing in this area, particularly in Darwin and the NT.

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One of the areas we have found a lack in is young people being aware of the importance of enterprise skills development. Our project was aimed to determine what young people understood about enterprise skills, about the changing world of work, and ways we can get them to be more proactive in their futures.

We recommend that the governments work with schools and organizations to ensure young people are aware of the skills necessary for the future, have access to the right training and programs which can help with this.

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Introduction

In early 2017, the NT Youth Round Table members conducted a “Youth Issue Survey” across the Northern Territory. Over 300 young people completed the survey, aged 12-25 and coming from all over the NT, including Nhulunbuy, Katherine, Darwin, Alice Springs, Tennant Creek and Palmerston. The study included these two significant questions:

1. What do you think is the most critical issue facing young people in your community?

2. What do you think is the most critical issue facing young people in Australia?

The survey results suggest five main problems are impacting young people in their community; these are alcohol and other drugs, mental health, crime, bullying, and education. Furthermore, over 50 young people stated some of the additional issues they faced included things such as violence, boredom, apprehension and social pressure.

When asked “What do you think are the most important issues facing young people in your community?” a seventeen-year-old female from the Darwin region replied “A lack of understanding of how we are supposed to live for the rest of our lives. All we know is school and a lot of people might struggle with the transition into an independent lifestyle”. We think this is one example of the uncertainty young people feel when leaving school and choosing university courses or careers.

Spark Project Methodology:

After an intensive discussion on survey results, as well as research into enterprise skills we are passionate about, five members of the Round Table decided to work on establishing an intensive, cost-effective Enterprise Skills workshop model to be delivered to middle year students between 12-16 years of age. This project was named SPARK NT.

We aimed to empower young people to build social awareness, social connection and give them an understanding of the skills that are essential for future employment, which are communication, teamwork and critical thinking. By utilizing the peer delivery model of teaching, we focused on providing young people with the higher power to make decisions and choices for themselves in their lives, which can lead to better outcomes for them and for them to be supported to become self-reliant.

This model focused on three primary enterprise skills that our research told us were more sought after:

• Communication, defined as “The imparting or exchanging of information by speaking, writing, or using some other medium (Oxford Dictionaries, n.d).” Research suggest that people will use communication skills an extra 15hr per week for written, 7 hours per week for interpersonal communication and 7 hours per week for verbal communication in the year 2030 (The New Work Smarts, Foundation for Young Australians, 2017, pg. 16).

• Problem-solving, defined as “The process of finding solutions to difficult or complex issues (Oxford Dictionaries, n.d).” Research suggests that people will problem solve an extra 12 hours per week in 2030 (The New Work Smarts, Foundation for Young Australians, 2017, pg. 16).

• Critical Thinking, defined as “The objective analysis and evaluation of an issue to form a judgment (Oxford Dictionaries, n.d).” Research suggests that people will problem solve an extra 15 hours per week in 2030 (The New Work Smarts, Foundation for Young Australians, 2017, pg. 16).

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For this report, we have identified Enterprise Skills as a mixture of analytical, interpersonal and practical skills which build upon people’s abilities and knowledge which is in addition to their foundation skills.

Australia’s youth not in employment, education or training (NEET) rate for ages 15-19 and 20-24 is higher than the average (Youth NEET statistics, 2016), and young people today are often underemployed, struggling to find full-time positions despite graduating from university. Research tells us it can take almost five years for young people to find full-time employment after work, compared to 1 year in 1988 (Report Card 2015, Foundation for Young Australians, 2015). Young people want to feel secure in their future, and automation is threatening their career choices and therefore their future.

Young people will on average have 17 jobs throughout five different careers, and to be able to thrive in a world of uncertainty, young people need to improve skills which are transferable throughout all careers (The New Work Mindset, Foundation for Young Australians pp. 11, 2016).

The workshops we delivered were based on peer education model, which research published in the last two decades has shown “definitely and beyond question that peer programs can have statistically significant effects on attitudes, norms, knowledge, behaviours and health and achievement outcomes (Looking at the Evidence of Effectiveness, a Literature Review, n.d). The same research also states that “peer work makes a valuable and useful contribution to contribute to youth’s health, success and wellbeing” (Looking at the Evidence of Effectiveness, a Literature Review, n.d). Peer education has also been proven to be beneficial for the young people who are the peer educators, with many of them being recognised as leaders within their peer groups and communities, as well as learning essential skills themselves such as communication and presentation skills, and having direct involvement, control or direction in program design and operation (Peer Education: Promoting Healthy Behaviours, 2003).

Research demonstrates that 70% of young people’s current entry-level positions are at risk of automation in the future, and 60% of young people are currently studying for jobs that will be radically altered by industrialization (The New Work Order, FYA, pg. 4, 2015). These statistics are alarming on their own, but add in statistics that suggest 75% of future jobs will involve STEM (Pope & Mutch, 2015 Report Card, pg. 1, 2015) and that the average 15-year-old today is not proficient in math, science or technology demonstrates the urgency of young people becoming more proficient in enterprise skills.

The young people we surveyed identified a need and want to learn more about career pathways, employment, and guidance for their future, and 64% of them were not aware of the changing world of work. Interestingly a year 12 member of our group currently doesn’t have a careers advisor at their school to support them in finding this information. Of the 80 young people surveyed, 51 of them felt unprepared for the new world of work (SPARK NT, SPARK Enterprise Survey, 2017). It is our experience that young people struggle with school and education; they think that too much importance is placed on getting good marks, rather than learning materials correctly, and believe standardized tests are one of the leading factors of stress and pressure during their education.

Our workshops were developed around educating young people of 3 of the most common/prominent enterprise skills that were chosen as most important for employment; communication, problem-solving and critical thinking. These were also three skills we felt could be taught without needing a professional education background or expertise in the area. We approached numerous schools and community organizations to ask if we could deliver the workshop to groups between 10-20 young people (see Appendix B)

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Findings

Young Australians are more educated, with more graduating high school, finishing high-level VET courses and attending university for a bachelor/degree (The New Work Order, FYA, pg. 20, 2015). Along with those come more opportunities, with the cost of starting your own business falling 65% globally since 2005 (The New Work Order, FYA, pg. 16, 2015).

Demands for enterprise skills which are transferable skills required in many jobs are on the rise. Young job seekers with enterprise skills can earn on average $8000 more per year (The New Basics, FYA, pg. 4, 2016). Over the past three years, data collected from 4.2 million job advertisements across 600 websites indicated a growth of demand of 212% for digital literacy skills, 158% increase for critical thinking skills and 65% increase in creativity (The New Basics, FYA, pg. 5, 2016).

We created a survey which we used to try to gather an idea of what young Territorians knew and wanted to know about the changing era of work. This survey, which was completed by 80 young people mostly in Katherine, indicated around 60% of young people aged 12-16 did not know the impact of automation on work (SPARK Workshop Survey, SPARK NT, 2017) and how this will translate to an increase in demand for enterprise/transferable skills. When the young people were asked what skill’s, they would be interested in developing more, the top three answers were creativity, collaboration, and digital literacy. The results also told us that most of the young people surveyed felt neutral/unprepared regarding the enterprise skills they currently possess in this new world of employment. This survey and the research we conducted helped us to decide on the content for a workshop, which we got feedback from participants after to determine if any progress/outcomes were met.

We developed a workshop which consisted of getting the young people to participate in fun and engaging activities, each which had a focus on enterprise skill development. These activities were:

• Zip Zap Zop Screech: (Enterprise skill development: Communication, Critical Thinking) Zip Zap Zop is a game encouraged to teach focus and discipline, connect the group, and get a positive energy flowing. "Zip Zap Zop" is a game which illustrates and explains practical communication skills and critical thinking skills, mainly when the threat of elimination is thrown in.

• Marshmallow and Pasta Tower: (Enterprise skill development- Problem Solving, Communication, Critical Thinking); This challenge gets the young people to practice designing a prototype in collaboration with other young people, negotiating and critically thinking about the challenge and design and working together to solve the problems given.

• The Hot/Cold Clapping game: (Enterprise skill development: Communication, Problem Solving); One person is selected to leave the room, while the rest of the group decide on a place in the room they want to get the other person to go to by clapping alone. Once the individual enters the room, the groups play a hot/cold type clapping game to the get them to where they have decided together, which could be on, under or in something. This game is good for teaching communication and problem-solving skills to everyone in the room and shows them there is more than one way to communicate something with someone.

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Middle School Workshops

After the workshop was completed, we asked the young people and attending teacher to fill out a simple survey which allowed us to see what they learned and thought of the workshop (see Appendix C).

We conducted pre and post surveys with questions about participants understanding of enterprise skills. We asked them if they were able to identify a situation before now where they have learned enterprise skills; more than half weren’t able to identify any situations where they have learned from them. Post-workshop, all the young people were able to identify situations where they could use enterprise skills in everyday life, with answers ranging from school, home, work and other.

When the young people were asked what they liked about the workshop, all of them said they enjoyed learning about the enterprise skills, completing the activities, having everyone involved and they all found it fun. When we asked them what they disliked about the workshop, and an overwhelming majority said nothing, and two said they hated that it ended.

Our research helped us identify there is a gap between what young people know and what they need to know to thrive in the new world of work. We have determined that young people want to learn enterprise skills, and that by teaching young people the right skills, we could help them earn on average $8000 more per year (The New Basics, FYA, pg. 4, 2016), as well as ensure they have a better chance of securing full time or adequate work hours.

We were also recently invited to present a workshop to some students at CSC, ranging in ages from 15-17 or grades 10-11. 18 young people attended the workshop, which we ran almost identically to the workshop in Katherine, where you can see the layout in Appendix B. According to the data, we gathered using Appendix C, only 44% of the participants could identify situations before the workshop where they have used enterprise skills, and options they said included sport, work, everyday life and talking to people/social situations. 28% of the young people identified that this workshop was their first experience of learning soft skills. After the workshop, 66% of participants could identify a situation where soft skills can be used, with options including school, work, sports, social situations and at home. 22% of the young people said that the soft skills could be used everywhere, and 11% identified them as being used during the activities we delivered. When the young people were asked what they enjoyed about the workshops, 13 of them said learning new things through the activities. When asked what they disliked about the workshop, one person said it was too short, and another commented that they didn’t learn as much as they thought. However, nine respondents said there was nothing they disliked.

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Casuarina Senior College Workshop Photos

Katherine High School Workshop Photos

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Midnight Basketball workshop

We also presented 3 x 30minute workshops at Midnight Basketball Darwin, a social inclusion program for young people 12-18, on the importance of enterprise skills. During these workshops, which had around 40 young people and ten adults attend, our facilitators noticed many similarities between what the young people knew here and in Katherine; a majority of them didn’t know what enterprise skills were and couldn’t identify situations where they had previously learned the skills. However, they were all very engaged in the practical activities and showed excellent communication skills throughout the two activities presented (Hot/Cold Clapping game and Marshmallow and Pasta Tower Challenge). Our facilitators noticed that during the clapping game, the young people realized and commented on the importance of nonverbal communication and during the marshmallow challenge, the young people took turns going around and problem-solving what the tower might look like before starting, while critically thinking about the different options presented. Unfortunately, we couldn’t give our survey to these participants due to the brief period per workshop and the model of the program; however, our facilitators made notes of things they noticed.

Conclusion

Our project aimed to educate young people about the importance of enterprise skills, to

upskill young people in some enterprise skills and to try determining where young people in

the NT currently feel they are sitting when it comes to enterprise skills. Research and surveys

have told us there is the need for more education for young people about the future of

employment, and how much enterprise skills are likely to impact careers. We set out to

educate young people about enterprise skills, and we have engaged almost 100 new people

about this and will continue to do so.

In our discussions during Round Table meetings, we learned how inconsistent careers

education programs can be in school, and how they don’t necessarily prepare young people

adequately for their future careers and employment. Some of our members spoke to us about

their frustrations of having a careers advisor who wasn’t available due to the high demand of

students, and others said they didn’t have access to those resources during their time in high

school.

The workshops were delivered through a peer delivery model (see appendix 2), which

seemed to engage and interest the young people better. There is also research to highlight

the positive effects it can have on young people’s attitudes, knowledge and achievement

outcomes, while also contributing to young people’s success and well-being. Peer education

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has even been proven to be beneficial for the young people who are the peer educators, with

many of them begin recognized as leaders in their communities and peers, learning essential

skills themselves such as communication and presentation skills, and having direct

involvement, control or direction in program design and operation.

During the numerous workshops we delivered, we also learned how easy it was to engage

and motivate the young people to participate in our activities and discuss what they learned

and thought afterward. The young people were receptive and interested in learning about the

changing face of employment, and how knowing about these skills would benefit them in the

future. We discovered that young people did not feel prepared to face the challenges coming

in the changing face of employment, but they were interested to know what the research

says about the future of work, how it would impact them and how these skills could help

them in the future.

Recommendations

Based on our research, we recommend the following:

Ensure young people have better access and understanding of the current research

about future industries, so that we can set them up to succeed and effectively

contribute to the economy.

Evaluate the PLP program with school leavers to ensure it adequately prepares young

people for the future of work.

SPARK do more research into what young people already know about enterprise

skills, whether they can identify them and how we can get young people to be more

involved and aware of the new age of work.

Based on the importance and success of the workshop delivery, SPARK has seen a

gap in the market and will endeavour to hold more peer-led workshops to help young

people identify the gaps and make choices in regards up-skilling for their future

careers.

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References

Foundation for Young Australians. (2015). Report Card 2015: How are young people faring in the transition from school to work? (pp. 1-9). Retrieved from https://www.fya.org.au/wp-content/uploads/2015/11/How-young-people-are-faring-report-card-2015-FINAL.pdf

Foundation for Young Australians. (2016). The New Basics (pp. 4-5). Retrieved from https://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdf

Foundation for Young Australians. (2015). The New Work Order (pp. 4, 7). Retrieved from https://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pdf

Mason, H. (2003). Peer Education; Promoting Healthy Behaviours. Advocatesforyouth.org. Retrieved 13 November 2017, from http://www.advocatesforyouth.org/storage/advfy/documents/fspeered.pdf

Peer Programs: Looking at the Evidence of Effectiveness, A Literature Review. (2007). Advocatesforyouth.org. Retrieved 13 November 2017, from http://www.advocatesforyouth.org/publications/publications-a-z/1856-peer-programs-looking-at-the-evidence-of-effectiveness-a-literature-review?tmpl=component&page=

Youth and the labour market - Youth not in employment, education or training (NEET) - OECD Data. (2016). the OECD. Retrieved 13 November 2017, from https://data.oecd.org/youthinac/youth-not-in-employment-education-or-training-neet.htm

New Work Order Report Series. (2017). FYA. Retrieved 16 November 2017, from https://www.fya.org.au/our-research/

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Appendix

Appendix A – Pre-Workshop Survey

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Appendix B – Letter regarding delivering workshop

NT YOUTH ROUND TABLE

SPARK. COMMUNITY ACTION PROJECT

About Spark. and the NT Youth Round Table:

The NT Youth Round Table (Round Table) is a direct communication avenue between young

Territorians and the Northern Territory Government. Each year, 16 members from across the

NT aged between 15-25 years are selected to take part in the Round Table. Members are

representative of the geographic, cultural and ethnic diversity in the Northern Territory.

The Round Table provides an opportunity for young people to have their views about issues

that interest them heard by the Minister for Young Territorians as well as developing a

community project.

Meet the Spark. Group

Alicia Kent, 23 , Darwin, NT

I’m passionate about ensuring young people are healthy, cared for and skilled for their futures. I am

working in community development in Darwin, I love walking my dog through the suburbs and

volunteering at various community events and initiatives. Interesting Fact: Im terrified of sea

cucumbers.

John Kyaw Naing, 25, Darwin, NT

I’m passionate about community development in areas of increasing young people’s skills and building

community networks. Interesting fact: I prefer to work on my assignments at night rather than day.

Leah Anne Sharp, 17, Katherine, NT

I am currently studying in year 12 with the hopes of studying medicine and becoming a doctor. I have

lived in Katherine for 4 years and love it’s beautiful landscapes. I am passionate to sure young people

have a voice and changing the narrative of youth in the media Interesting Fact: I love period mystery tv

shows.

Cindy Um, 17, Darwin, NT I am currently in year 12 and hope to study Commerce next year and one

day start my own business. I have lived in Darwin all my life and love it's vibrant culture. I'm passionate

about creating more STEM and Business opportunities for young people in the Northern Territory.

Interesting fact: I'm the tallest person in my family

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Khayla De Ausen, 25, NT

I am born and bred in Darwin and I am very passionate about educating the youth on the important of

communication and leadership. As a young parent, I clearly see the importance of soft skills for

everyday activities including having difficult conversations, employment or general life situations.

Spark. Project :

‘New analysis of 4.2 million job advertisements has shown that more employers are

demanding enterprising skills among young employees as the most critical skills for the jobs

of the future…The report shows there has been a significant increase in demand for

transferable enterprise skills which are now considered just as important as technical role-

specific skills across a range of industries and professions.’ (FYA 2016) The importance of

Enterprise skills (soft skills) are that research shows 25% of young Australian’s aren’t

proficient in digital, 30% aren’t financially literate and almost one thirds don’t have sufficient

problem-solving skills.

Through our project we aim to teach and raise awareness for young people about how to

better develop their enterprise skills and support one another. We are passionate about

ensuring young people understand the importance of enterprise (soft) skills to complement

their education. This project will be delivered through a peer delivery model.

As active volunteers and members of the community, it has been our experience that the soft

skills we have developed through a range of activities have really furthered our opportunities.

We are excited to be able to share our stories, experience and delivery activities to students

to raise awareness of how important soft skills are and how they can develop these skills

Target Group:

Year 8 and 9 Students engaged in the school system. Other young people interested in

building their enterprise (soft) skills.

Proposal:

We would like to offer to deliver our 1 hour workshop to students you work with for them to

get an stronger understanding of enterprise skills and how they can further develop them.

There is no costs associated with us delivering the workshop, we just require an audience of

10 – 20 young people and their time. This could be done during a lunchtime, afterschool or in

a free period as a part of their career development learning.

The workshop will consist of:

Introductions: Learning more about the Round Table members, their experiences in the community and how enterprise skills have assisted them

Enterprise Skills: What are enterprise skills and why are they important

Fun interactive activities

Young people will get to use their enterprise skills during a fun hands on learning

Wrap Up and debrief about enterprise skills

Young people having the opportunity to provide feedback about the session

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Next Steps:

Spark. Members are available to deliver workshops during the week of 9-13 October. Please

contact one of our members on 0412 408 816 to book in your session!

For more information contact:

Khayla De Ausen, Alicia Kent or Leah Anne Sharp

Norther Territory Round Table Memebers

Ph:0412 408 816 E: khayla.deausen@nt.gov.au

Or Office of Youth Affairs

Michelle Pipino

Ph: 8999 2987 E: michelle.pipino@nt.gov.au

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Appendix C – Blank post-workshop survey

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Appendix D – Facilitators Guide

SPARK.

Student Personal Development

Facilitators Guide

Enterprise (soft) Skills

Workshop

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SPARK. And the NT Youth Round Table

The NT Youth Round Table (Round Table) is a direct communication avenue

between young Territorians and the Northern Territory Government. Each

year, 16 members from across the NT aged between 15-25 years are selected

to take part in the Round Table. Members are representative of the

geographic, cultural and ethnic diversity in the Northern Territory.

The Round Table provides an opportunity for young people to have their

views about issues that interest them heard by the Minister for Young

Territorians as well as developing a community project.

Contacts:

Darwin: Khayla De Ausen

0412 408 816

Grievances

If you have any complaints or disputes about any aspect of this program

please contact the course facilitator or submit them in writing to

khayladeausen@hotmail.com

Enterprise (soft) Skills Workshop

Developed: Date: 2017

By Name: Khayla De Ausen, Alicia Kent, John

(lastname), Cindy Um, Leah Anne Sharpe

Minor Revision: Date:

By Name:

Minor Revision Date:

By Name:

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Table of Contents

Soft Skills Workshop: ............................................................................................................... 22

Descriptor: ............................................................................................................................... 22

Professional Development Hours: ..................................................................................... 22

Course Aim: ............................................................................................................................. 22

Learning Outcomes: .............................................................................................................. 22

Target group ........................................................................................................................... 22

Pre-requisites .......................................................................................................................... 22

Recommended reading ......................................................................................................... 22

Completion: ............................................................................................................................. 22

Program Structure ..................................................................................................................... 23

Timetable: ................................................................................................................................ 23

Schedule: ................................................................................................................................. 23

Teaching Methods: ................................................................................................................ 23

Venue requirements: ............................................................................................................. 23

Class Room Environment ......................................................................................................... 23

Equipment: .............................................................................................................................. 23

Course Documents: ............................................................................................................... 23

Evaluation: ............................................................................................................................... 24

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Enterprise (Soft) Skills Workshop:

Descriptor:

The Soft Skills workshop has been designed to help students recognise and develop

skills to undertake the in a work and everyday environment.

Professional Development Hours: 60 minutes

Course Aim:

We aim to teach and raise awareness for young people about how to better develop

their enterprise skills and support one another. We are passionate about ensuring

young people understand the importance of enterprise (soft) skills to complement

their education. This project will be delivered through a peer delivery model.

Learning Outcomes:

Outline the definition of ‘soft skills’ Develop and maintain an effective preceptor partnership Provide the student with a positive learning experience

Target group

Students from years 12-16

Pre-requisites

Nil

Pre-recommended reading

Nil

Completion:

Students will receive a certificate of participation

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PROGRAM STRUCTURE

Timetable:

Duration Topic

Presenter

08:30 – 08:45

15mins

Welcome

Energiser introduction Description of soft skills and why it is

important Peer stories and interaction (how we got

into the NT Round Table ect).

Khayla De Ausen,

Alicia Kent

08:45 – 09:45 30mins

Soft Skills Development Activities

Positive learning environment Communication activity – Zip Zap Zop

(10 minutes) Team building activity – Marshmallow

Challenge (20 minutes)

All members

10:00 – 10:30

15 mins

Communication & Giving Feedback

Questions time (10 minutes) Concluding message with further

information pack (5 minutes)

Leah Anne Sharp,

John (Last name),

Cindy Um

Schedule: To be programmed four times per year in Darwin and Katherine.

One workshop per term.

Teaching Methods:

Personal experience

Interactive activities

Reflective practice discussion

Venue requirements: Class room environment

Equipment:

Pasta, marshmallows, timer, handouts

Course Documents:

Facilitator guide: Available to all presenters

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Evaluation:

Participant: As per SPARK. template and protocol

Facilitator: As per SPARK. template and protocol

Report: As per SPARK. template and protocol